Characteristics about Bipolar Disorder • In general, a person who has Bipolar Disorder fluctuates between calm, irritable, and depressed mood swings. • These mood swings often include a “manic episode” where the person becomes easily distracted, angry, excessively excited, and/or violent. • A manic episode could be triggered from medication, lack of sleep, and changes in one’s family or lifestyle. • Symptoms of Bipolar Disorder include extreme whining, sadness, swearing, disrespectfulness, threats, and/or depression. • There are three levels of Bipolar Disorder:
• Type 1: A person with Type 1 has had at least one manic episode and has struggled with depression. • Type 2: A person with Type 2 has noticeable mood swings; however, they have never experienced an extreme manic episode. • Cyclothymia: A person with this form of Bipolar Disorder has less severe mood swings including depression.
• While Bipolar Disorder is not curable, medication can help lesson the amount and the severity of manic episodes. • Bipolar Disorder manifests equally in both men and women, and it generally begins between ages 15-25. • Bipolar Disorder affects 1-2% of the world’s adults. • Most psychologists will not diagnose children with Bipolar Disorder because mood swings are unpredictable; however, Pediatric Bipolar Disorder kills more people than some childhood cancers. • Bipolar Disorder is often found among relatives.
Misconceptions about Bipolar Disorder • Bipolar Disorder is not a real illness: Bipolar Disorder is a chronic, genetic illness that is highly treatable. • Each mood swing is a result of Bipolar Disorder: A person with Bipolar Disorder has feelings that are the same as other human beings, and their moods are not always a result of the disorder. • Every person with Bipolar Disorder has manic episodes: Some people are not diagnosed with Bipolar Disorder for 10-12 years because their mood swings are less severe. • Bipolar Disorder will keep you from achieving your goals or keeping a job: Many people with this illness learn to control it and have developed successful careers because they manage their schedule wisely and use proper medication. • Sometimes children are diagnosed with ADHD who may have early-onset Bipolar Disorder, or vise versa: This is due to the fact that 3.4 million U.S. children are experiencing forms of Bipolar Disorder but have not yet experienced a manic episode. • If a person with Bipolar Disorder is feeling better, they do not need to take their medication: Medication is vital to a long-term, emotionally balanced lifestyle.
• Teachers who have students with Bipolar Disorder must have the patience to remain calm during manic episodes and mood swings. • One way teachers can handle mood swings is through strong management skills including the ability to remain positive, non-confrontational, and calm. • Teachers must be willing to communicate regularly with the child’s parents and doctors; and it is important to recognize that Bipolar Disorder is often present within families. • Positive reinforcement yields the best results; whereas negative comments often cause a child with Bipolar Disorder to lose control. • Small class sizes and/or seating a student away from other students will help that student to remain calm and focused. • Giving a student with Bipolar Disorder advanced notice before transition times will allow them to prepare emotionally. Also, sticking to a planned, consistent schedule will help the student(s). • Communicate with parents and doctors to find out the student’s best time for academic performance based on medication. • Provide the student with a “peace table” where that student feels safe to withdraw for a moment to regain control of their emotions. • Teachers should give students with Bipolar Disorder unlimited access to bathroom, drinking fountain, and snacks. • Problem-solve with the student during times of defiance and aggression; state your reasoning and allow that student to state their concerns; reach a compromise.
Bibliography: Bambara, Linda, Fogt, Julie, and Kern, Lee. (2002). Class-wide Curricular Modification to Improve the Behavior of Students with Emotional or Behavioral Disorders. In Behavioral Disorders, p. 317-326. Retrieved from . Berger, Fred K. and Zieve, David. (2012). Bipolar Disorder. U.S. National Library of Medicine. Retrieved from . Bledsoe, Andrea, PhD. (2010). Common Misconceptions About Bipolar Disorder. Everyday Health, Inc. Retrieved from . Bohlander, Janneta K. (2007). Teaching Children with Bipolar Disorder. Janetta Bohlander & Associates, LCC. Retrieved from .
Dysgraphia is a deficiency in the ability to write. This typically exhibits itself in handwriting but can also be found in terms of a student’s coherence. It has no relation to a student’s ability to read and is not tied to intellectual impairment.
It is most commonly seen associated with impaired handwriting, orthographic coding (the storing process of written words and processing of these letters), and finger sequencing.
Students will often be lacking in basic grammar and spelling skills and will have difficulty with the letters p, q, b, and d because of the orientation. People with this problem may be lacking in other fine motor skills, such as tying shoes. The most common misconception is that this is tied to a student’s ability to read, which is in fact is in no way. This is strictly a writing disorder. The students will most likely have no other social or academic deficiencies.
Symptoms are often attributed to the student being lazy, unmotivated, or not caring about their class work.
A common recommendation for this problem is allowing the student to use a computer and avoid handwriting all together. Therefore they do not experience the emotional trauma of struggling with handwriting. More commonly it is recommended that in a student’s early training they overlearn how to write letters.
In most classrooms students are handled on a case by case basis and allowed alternative ways for submitting work and modified tasks that avoid their weaknesses.
There are also such programs as ghotit that is set to help students with dyslexia and dysgraphia. The program recognizes their spelling and allows them to write freely. • International Dyslexia Association • The National Center for Learning Disabilities • http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm • http://www.ghotit.com/ We provide a lot of time to practice handwriting with each student’s name. We also have morning work that is the same routine everyday allowing for students to practice their handwriting and memorize the spelling of everyday words. I also take my time to correct handwriting on my students’ assignments and point out their backwards letters and other errors. My MT and I also require that our students take their time tiering the amount of writing for each student to allow for them to provide us with their highest quality of work.
-Often students with Asperger’s lack basic social skills -not picking up on others’ body language -cannot start or hold a conversation or take turns talking -avoids eye contact when speaking with others -talks a lot, one-sided conversations, usually speaks out internal thoughts and ideas -may be unable to recognize different tones, such as sarcasm; their speech may also lack tone and pitch -display unusual facial expressions or postures -Other characteristics include lacking fine motor skills, which may decrease the legibility of one’s handwriting. -Individuals may speak using more proper language, such as using “beckon” instead of “call”. -It is very hard for someone with Asperger’s to adapt to a change in schedule or daily routines, which is especially true in school. -Also, individuals with Asperger’s are usually engrossed with 1-3 personal interests, which could include a show like SpongeBob Squarepants, or a fictional character like Santa Clause.
Not all individuals will possess each of these characteristics, but these are the most common among those on the Autism spectrum. -Although it is said to be on the Austism Spectrum, Asperger’s is significantly different than other forms of Autism. The language component is one of the largest differences. Many individuals with Asperger’s speak very formally, as if they could relate better with adults.
-Some people might believe that those with Asperger’s are cognitively impaired, but that is false. They actually may be above-average in certain subjects like reading and math. Individuals think differently, not defectively.
-Others sometimes listen to individuals speak, and believe that they are geniuses. Although many times individuals with AS have very high IQ’s, they demonstrate rote knowledge instead of higher level thinking. Example: They may be able to list off all their times tables, but not understand the concept of division, nor complete basic division.
-Some believe that because of the lack of social skills, children with AS do not show emotion, therefore they do not want or know how to form meaningful relationships. This is not true, and these children do have feelings just like anyone else. The difference is they have trouble revealing their feelings as society feels is appropriate. (Example: They may not cry when they are at a funeral because they do not register that tears and frowns mean someone is sad, yet they will cope in their own way.)
-Student will also be provided with manipulatives and drawings to assist in solving tasks. -Due to the lack of fine motor skills, when writing, the student will be provided with printing paper to support spacing, size and neatness of handwriting. Student will also be provided with alpha smart (keyboard) to type and print out any final written pieces. -Use AS student’s interests and “obsessions” within your lessons and activities to get student engaged. -One-on-one conferencing and brainstorming for writing. Books -Asperger Syndrome and the Elementary School Experience: Practical Solutions for Academic & Social Difficulties by Susan Thompson Moore -Asperger Syndrome: What Teachers Need to Know by Matt Winter -Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders by Jeannette McAfee -Social Skills Activities for Special Children by Darlene Mannix
-In math, my student’s assignments and assessments are often modified to meet his needs. Instead of asking questions that require interpretation and explanation, the question will be procedure based. -Reduce the requirement for writing (shorter lengths, less description, more factual and straight to the point). -While test taking the student may also have the test or assessment read aloud to them.
Add your SPED fact sheet.
ReplyDeleteCharacteristics about Bipolar Disorder
ReplyDelete• In general, a person who has Bipolar Disorder fluctuates between calm, irritable, and depressed mood swings.
• These mood swings often include a “manic episode” where the person becomes easily distracted, angry, excessively excited, and/or violent.
• A manic episode could be triggered from medication, lack of sleep, and changes in one’s family or lifestyle.
• Symptoms of Bipolar Disorder include extreme whining, sadness, swearing, disrespectfulness, threats, and/or depression.
• There are three levels of Bipolar Disorder:
• Type 1: A person with Type 1 has had at least one manic episode and has struggled with depression.
• Type 2: A person with Type 2 has noticeable mood swings; however, they have never experienced an extreme manic episode.
• Cyclothymia: A person with this form of Bipolar Disorder has less severe mood swings including depression.
• While Bipolar Disorder is not curable, medication can help lesson the amount and the severity of manic episodes.
• Bipolar Disorder manifests equally in both men and women, and it generally begins between ages 15-25.
• Bipolar Disorder affects 1-2% of the world’s adults.
• Most psychologists will not diagnose children with Bipolar Disorder because mood swings are unpredictable; however, Pediatric Bipolar Disorder kills more people than some childhood cancers.
• Bipolar Disorder is often found among relatives.
Misconceptions about Bipolar Disorder
Delete• Bipolar Disorder is not a real illness: Bipolar Disorder is a chronic, genetic illness that is highly treatable.
• Each mood swing is a result of Bipolar Disorder: A person with Bipolar Disorder has feelings that are the same as other human beings, and their moods are not always a result of the disorder.
• Every person with Bipolar Disorder has manic episodes: Some people are not diagnosed with Bipolar Disorder for 10-12 years because their mood swings are less severe.
• Bipolar Disorder will keep you from achieving your goals or keeping a job: Many people with this illness learn to control it and have developed successful careers because they manage their schedule wisely and use proper medication.
• Sometimes children are diagnosed with ADHD who may have early-onset Bipolar Disorder, or vise versa: This is due to the fact that 3.4 million U.S. children are experiencing forms of Bipolar Disorder but have not yet experienced a manic episode.
• If a person with Bipolar Disorder is feeling better, they do not need to take their medication: Medication is vital to a long-term, emotionally balanced lifestyle.
Accommodations for Bipolar Disorder
Delete• Teachers who have students with Bipolar Disorder must have the patience to remain calm during manic episodes and mood swings.
• One way teachers can handle mood swings is through strong management skills including the ability to remain positive, non-confrontational, and calm.
• Teachers must be willing to communicate regularly with the child’s parents and doctors; and it is important to recognize that Bipolar Disorder is often present within families.
• Positive reinforcement yields the best results; whereas negative comments often cause a child with Bipolar Disorder to lose control.
• Small class sizes and/or seating a student away from other students will help that student to remain calm and focused.
• Giving a student with Bipolar Disorder advanced notice before transition times will allow them to prepare emotionally. Also, sticking to a planned, consistent schedule will help the student(s).
• Communicate with parents and doctors to find out the student’s best time for academic performance based on medication.
• Provide the student with a “peace table” where that student feels safe to withdraw for a moment to regain control of their emotions.
• Teachers should give students with Bipolar Disorder unlimited access to bathroom, drinking fountain, and snacks.
• Problem-solve with the student during times of defiance and aggression; state your reasoning and allow that student to state their concerns; reach a compromise.
Bibliography:
DeleteBambara, Linda, Fogt, Julie, and Kern, Lee. (2002). Class-wide Curricular Modification to Improve the Behavior of Students with Emotional or Behavioral Disorders. In Behavioral Disorders, p. 317-326. Retrieved from .
Berger, Fred K. and Zieve, David. (2012). Bipolar Disorder. U.S. National Library of Medicine. Retrieved from .
Bledsoe, Andrea, PhD. (2010). Common Misconceptions About Bipolar Disorder. Everyday Health, Inc. Retrieved from .
Bohlander, Janneta K. (2007). Teaching Children with Bipolar Disorder. Janetta Bohlander & Associates, LCC. Retrieved from .
Jenny Gurney's Dysgraphia Report
ReplyDeleteDysgraphia is a deficiency in the ability to write. This typically exhibits itself in handwriting but can also be found in terms of a student’s coherence. It has no relation to a student’s ability to read and is not tied to intellectual impairment.
It is most commonly seen associated with impaired handwriting, orthographic coding (the storing process of written words and processing of these letters), and finger sequencing.
Students will often be lacking in basic grammar and spelling skills and will have difficulty with the letters p, q, b, and d because of the orientation. People with this problem may be lacking in other fine motor skills, such as tying shoes.
The most common misconception is that this is tied to a student’s ability to read, which is in fact is in no way. This is strictly a writing disorder. The students will most likely have no other social or academic deficiencies.
Symptoms are often attributed to the student being lazy, unmotivated, or not caring about their class work.
A common recommendation for this problem is allowing the student to use a computer and avoid handwriting all together. Therefore they do not experience the emotional trauma of struggling with handwriting. More commonly it is recommended that in a student’s early training they overlearn how to write letters.
DeleteIn most classrooms students are handled on a case by case basis and allowed alternative ways for submitting work and modified tasks that avoid their weaknesses.
There are also such programs as ghotit that is set to help students with dyslexia and dysgraphia. The program recognizes their spelling and allows them to write freely.
• International Dyslexia Association
• The National Center for Learning Disabilities
• http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm
• http://www.ghotit.com/
We provide a lot of time to practice handwriting with each student’s name. We also have morning work that is the same routine everyday allowing for students to practice their handwriting and memorize the spelling of everyday words. I also take my time to correct handwriting on my students’ assignments and point out their backwards letters and other errors. My MT and I also require that our students take their time tiering the amount of writing for each student to allow for them to provide us with their highest quality of work.
Aspegers by Sarah Artt
ReplyDelete-Often students with Asperger’s lack basic social skills
-not picking up on others’ body language
-cannot start or hold a conversation or take turns talking
-avoids eye contact when speaking with others
-talks a lot, one-sided conversations, usually speaks out
internal thoughts and ideas
-may be unable to recognize different tones, such as
sarcasm; their speech may also lack tone and pitch
-display unusual facial expressions or postures
-Other characteristics include lacking fine motor skills, which may decrease the legibility of one’s handwriting.
-Individuals may speak using more proper language, such as using “beckon” instead of “call”.
-It is very hard for someone with Asperger’s to adapt to a change in schedule or daily routines, which is especially true in school.
-Also, individuals with Asperger’s are usually engrossed with 1-3 personal interests, which could include a show like SpongeBob Squarepants, or a fictional character like Santa Clause.
Not all individuals will possess each of these characteristics, but these are the most common among those on the Autism spectrum.
-Although it is said to be on the Austism Spectrum, Asperger’s is significantly different than other forms of Autism. The language component is one of the largest differences. Many individuals with Asperger’s speak very formally, as if they could relate better with adults.
-Some people might believe that those with Asperger’s are cognitively impaired, but that is false. They actually may be above-average in certain subjects like reading and math. Individuals think differently, not defectively.
-Others sometimes listen to individuals speak, and believe that they are geniuses. Although many times individuals with AS have very high IQ’s, they demonstrate rote knowledge instead of higher level thinking. Example: They may be able to list off all their times tables, but not understand the concept of division, nor complete basic division.
-Some believe that because of the lack of social skills, children with AS do not show emotion, therefore they do not want or know how to form meaningful relationships. This is not true, and these children do have feelings just like anyone else. The difference is they have trouble revealing their feelings as society feels is appropriate. (Example: They may not cry when they are at a funeral because they do not register that tears and frowns mean someone is sad, yet they will cope in their own way.)
-Student will also be provided with manipulatives and drawings to assist in solving tasks.
ReplyDelete-Due to the lack of fine motor skills, when writing, the student will be provided with printing paper to support spacing, size and neatness of handwriting. Student will also be provided with alpha smart (keyboard) to type and print out any final written pieces.
-Use AS student’s interests and “obsessions” within your lessons and activities to get student engaged.
-One-on-one conferencing and brainstorming for writing.
Books
-Asperger Syndrome and the Elementary School Experience: Practical Solutions for Academic & Social Difficulties by Susan Thompson Moore
-Asperger Syndrome: What Teachers Need to Know by Matt Winter
-Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders by Jeannette McAfee
-Social Skills Activities for Special Children by Darlene Mannix
Websites
www.aspennj.org/index.html
www.aspergerinfo.com/
www.aspergers.com/
www.aspergersyndrome.org
www.aspergertips.com
www.ASPIE.com
www.futurehorizons-autism.com
www.TheGrayCenter.org
www.tonyattwood.com
-In math, my student’s assignments and assessments are often modified to meet his needs. Instead of asking questions that require interpretation and explanation, the question will be procedure based.
-Reduce the requirement for writing (shorter lengths, less description, more factual and straight to the point).
-While test taking the student may also have the test or assessment read aloud to them.